The following guidelines are provided in the interest of assuring that documentation is appropriate to verify eligibility and to support requests for reasonable accommodations, academic adjustments, and/or auxiliary aids on the basis of a learning disability that currently substantially limits one or more major life activities.

1. Testing must be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis. Minimally, domains to be addressed must include (but not be limited to):
   
   Aptitude. The Wechsler Adult Intelligence Scale - Revised (WAIS-R) with subtest scores is the preferred instrument. The Woodcock-Johnson psychoeducational Battery-Revised: Tests of Cognitive Ability or the Stanford-Binet Intelligence Scale: Fourth edition are acceptable.
   
   Achievement. Current levels of functioning in reading, mathematics and written language are required. Acceptable instruments include the Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Achievement; Wechsler Individual Achievement Test (WIAT); Stanford Test of Academic Skills (TASK); Scholastic Abilities Test for Adults (SATA); or specific achievement tests such as the Test of Written Language - 2 (TOWL-2), Woodcock Reading Mastery Tests - Revised, the Stanford Diagnostic Mathematics Test, and the Nelson-Denny Reading Test. The Wide Range Achievement Test - 3 (WRAT -3) is NOT a comprehensive measure of achievement and therefore is not suitable as the sole measure of achievement
   
   Information Processing. Specific areas of information processing (e.g., short and long-term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Information form subtests on the WAIS-R or clusters on the Woodcock-Johnson Tests of Cognitive Ability as well as other suitable instruments (e.g., Detroit Tests of Learning Aptitude-III) may be used to address these areas.
   
   This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas such as vocational interests and aptitudes.
   
2. Testing must be current. In most cases, this means testing that has been conducted within the past three years. Because the provision of all reasonable accommodations and services is based upon assessment of the current impact of the student's disabilities on his/her academic performance, it is in a student's best interest to provide recent and relevant documentation.
3. There must be clear and specific evidence and identification of a learning disability. Individual "learning styles" and "learning differences" in and of themselves do not constitute a learning disability.
4. Actual test scores must be provided. Standard scores and/or percentiles are acceptable; grade equivalents are NOT acceptable unless standard scores and/or percentiles are also included. The assessment must show evidence of discrepancies and intra-individual differences that result in substantial functional limitation(s) to learning.
5. Professionals conducting assessment and rendering diagnoses of specific learning disabilities must be qualified to do so. The only professionals recognized as being qualified to make a diagnosis of learning disability are psychologists trained in either psychological, neuropsychological, or psychoeducational assessments, psychiatrists, or learning disability specialists with similar training and credentials (i.e., licensed or certified by the state). Diagnostic reports must include the names, titles, and professional credential (e.g., licensed psychologist) of the evaluators as well as the date(s) of testing. Experience in working with an adult population is essential. The diagnostician should be impartial and not a family member.
6. Tests used to document eligibility must be technically sound (i.e., statistically reliable and valid) and standardized for use with an adult population.
7. A Written summary of or background information about the student's educational, medical, and family histories that relate to the learning disability must be included.
8. It is helpful to include a description of any accommodation and/or auxiliary aid that has been used at the secondary or postsecondary level. Information about the specific conditions under which the accommodation was used (e.g., standardized testing, final exams) and whether or not it benefitted the Student is also useful in determining appropriate accommodations for the student.